Literature of C (Polish Sign Language) Language Area 3200-L2-LCM
The course aims at introducing students to three forms of Deaf literature (Deaf lit.):
1) literature concerning deaf people or including deaf people as characters in order to make their stories more colourful and interesting, created by hearing authors in a spoken language (non-fiction, fiction)
2) literature concerning the Deaf community, its culture and language, the experience of deafness, deaf people's perspective on life in the world dominated by the hearing, created by deaf authors; literature created by deaf writers but not concerned with deaf issues (autobiography, novel, short story, poetry)
3) sign language literature - video-recorded literary texts created by deaf authors in sign language, focused on themes that are considered important within the Deaf community, such as finding one's way to the Deaf community, sense of community among deaf people based on similar life experience, the dychotomy of two worlds: of hearing people and deaf people (majority vs minority, Earth vs Eyeth) (chronicle, autobiography, oratory, religious text, short story, humor, poetry).
The most important examples of each of the three forms of Deaf literature will be discussed within two semesters: 1-2 (sem. 1), 2-3 (sem. 2) with reference to their historical and socio-cultural background. Apart from reading and analysing texts written in English and Polish, the lecture will inlcude signed speeches delivered by members of Polish and foreign communities of the Deaf, as well as multiple examples of signed literature in different sign languages.
Student's workload:
- 30 hrs of classroom activities = 1 ECTS
- 15 hrs of student's individual work, including:
- 7,5 hrs – reading and analyzing of texts = 0,25 ECTS
- 7,5 hrs – preparation for getting credit = 0,25 ECTS
In total = 1,5 ECTS
If classroom learning is impossible, the workshop will be conducted with the help of distance communication tools, most probably Google Meet and others recommended by the University.
Type of course
Mode
Prerequisites (description)
Course coordinators
Learning outcomes
On finishing the course, the student:
Knowledge:
- knows the most important authors and texts of Deaf literature
- knows various forms of Deaf literature
- knows characteristic features defining styles of texts from each of the three forms of Deaef literature
- has additional knowledge on most important social, historical and cultural events connected with the discussed texts of Deaf literature.
Skills:
- reads and understands texts of Deaf literature
- can individually acquire knowledge on Deaf literature
- can formulate his/her own conclusions while interpreting discussed texts
Social competencies:
- work in group and discuss with other students his/her insights from the reading of a selected literary text
- is aware of the cultural differences existing between the literature in the traditional sense, that is created by hearing people in spoken languages and the Deaf literature
- appreciates the tradition and the cultural heritage of the Deaf community in Poland and abroad and is aware of his/her own responsibility for its preservation
- participates in the cultural life of the Deaf community in Poland.
Assessment criteria
Evaluation criteria:
Student assessment is based on:
- attendance and preparation to classes
- active participation in class discussions
- home assignments fulfilled satisfactorily
Final written assessment:
The final written assesment is graded according to the following criteria:
0-59% = failed, (2.0)
60-67% = satisfactory (3.0)
68-75% = satisfactory plus (3.5)
76-83% = good (4.0)
84-91% = good plus (4.5)
92-98% = very good (5.0)
99-100% = very good! (5.0!)
Conditions of the resit are identical to those of the regular assessment.
Students are required to attend all the classes. The allowed number of unexcused absences is 2 per 30 contact hours. When the number of allowed absences is exceeded, the student will be given additional tasks aimed at making up for the material missed from the classes by that student. If the number of absences exceeds 50% or more, it will result in a negative grade from the course.
Bibliography
Christie, K., Wilkins, D. M. (1997) A Feast for the Eyes: ASL Literacy and ASL Literature, Journal of Deaf Studies and Deaf Education 2:1
Eriksson, P. (1998) The History of Deaf People: A source book, Örebro: Daufr;
Groce, N. E. (1985/2001) Everyone Here Spoke Sign Language. Hereditary Deafness on Martha’s Vineyard., Massachusetts: Harvard University Press;
Kannapell, B. (1982) “Inside the Deaf community”, The Deaf American 34, 23-26; Kannapell, B. (1989) “Inside the Deaf Community” [w:] Wilcox, S. (red.) American Deaf Culture: An Anthology, Burtonsville, MD: Linstok Press, 21-28;
Krentz, C. (2007) Writing Deafness: The Hearing Line in Nineteenth-Century American Literature, University of North Carolina Press
Kyle, J. G., Woll, B. (1985/1991) Sign Language. The study of deaf people and their language, New York: Cambridge University Press;
Ladd, P. (2003) Understanding Deaf Culture: In Search of Deafhood, Toronto: Multilingual Matters Limited;
Lane, H. (1989) When the Mind Hears, New York: Vintage Books; Lane, H. (1992) The Mask of Benevolence: Disabling the Deaf Community, San Diego: Dawn Sign;
Lane, H. (1997) “Construction of Deafness” [w:] Davies, L. J. (red.) The Disability Studies Reader, New York: Routledge, 153-171;
Lane, H. (2005) “Ethnicity, Ethics, and the Deaf-World”, Journal of Deaf Studies and Deaf Education, 10(3):291-310;
Lane, H., Hoffmeister, R., Bahan, B. (1996) A Journey into the Deaf-World, San Diego: Dawn Sign Press;
Lane, H., Pillard, R., French, M. (2000) “Origins of the American Deaf- -World: Assimilating and differentiating societies and their relation to genetic patterning”, Sign Language Studies, 1, new series, 17-44;
Lucas, C. (1989) The Sociolinguistics of the Deaf Community, London: Aca demic Press;
Marschark, M. (1997) Raising and Educating a Deaf Child: A Comprehen sive Guide to the Choices, Controversies, and Decisions faced by Parents and Educators, USA: Oxford University Press;
Matthews, P.A. (1996) The Irish Deaf Community, Volume 1, Dublin: IT
Padden, C. (1980) “The deaf community and the culture of deaf people” [w:] Baker, C., Battison, R. (red.) Sign Language and the deaf community, Silver Spring, MD: National Association of the Deaf, 89-103;
Padden, C., Humphries, T. (1988) Deaf in America: Voices from a Culture,. Cambridge, Mass., and London: Harvard University Press;
Padden, C., Markowicz, H. (1976) “Cultural conflicts between hearing and Deaf communities” [w:] Proceedings of the Seventh World Congress of the World Federation of the Deaf, Silver Spring, MD: National Association of the Deaf, 407-411;
Padden. C. (1989) “The Deaf Community and the Culture of Deaf People” [w:] Wilcox, S., (red.) American Deaf Culture, Silver Spring, MD: Linstok Press, 1-16;
Preston, P. (1995) Mother father deaf: living between sound and silence, Cam bridge, MA: Harvard University Press;
Rutherford, S. (1993) Study of American Deaf Folklore , Linstok Press
Sacks, O. (1991) Seeing Voices, London: Picador;
Sak, M. (red.) Deaf Studies w Polsce, t. 1, Łódź: Pol ski Związek Głuchy, Oddział Łódzki; http://www.pzg.lodz.pl/attach ments/article/394/Deaf%20Studies%20w%20Polsce%20to
Schein, J.D. (1989) At Home Among Strangers, Washington, DC: Gallaudet University Press, p. 106
Sutton-Spence, R., Kaneko, M. (2016) Introducing Sign Language Literature. Folklore and Creativity. London, Palgrave
Szczepankowski, B. (1999) Niesłyszący – głusi – głuchoniemi. Wyrównywa nie szans., Warszawa: Wydawnictwa Szkolne i Pedagogiczne Spółka Akcyjna;
Van Cleve, J. V. (2007) The deaf history reader, Washington, DC, GALLAUDET UNIVERSITY PRESS
Woźnicka, E. (red.) Tożsamość spo łeczno-kulturowa głuchych, Łódź: Polski Związek Głuchych, 169-189;
Wright, D. (1975) Deafness, New York: Stein and Day;
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: